Suspending students appears to have dire consequences for their future, according to recent research from the Education Policy Institute (EPI) and various educational charities. The findings indicate young individuals suspended from secondary school are twice as likely to be out of education, employment, or training at 24 compared to their peers who weren’t suspended.
Notably, the EPI’s report highlighted the troubling rise of suspensions, noting they soared by 36% between the 2021-22 and 2022-23 academic years. The latest statistics show almost 787,000 suspensions were recorded, raising concerns about the overall well-being and academic futures of those affected.
The research involved analyzing data from over 576,000 students who began Year 7 back in 2006, tracking their education and outcomes as they transitioned to adulthood. It showed approximately 16% of pupils faced suspension at some point during their secondary education.
Key findings revealed students who faced suspension not only struggled to attain Level 3 qualifications, such as A-levels, but were also significantly less likely to enroll in higher education. They were noted to be 2.1 times more likely to miss out on these qualifications by age 19 and 1.6 times more likely to not participate in higher education by age 24.
Allen Joseph, a researcher from the EPI, emphasized the necessity for schools and services to be well-resourced to tackle the issues leading to suspensions. He remarked, “Given these poor individual-level outcomes and wider societal costs, we need to efficiently address the circumstances surrounding these behavioral issues.”
This influx of suspensions prompts critiques about the adequacy of school strategies for dealing with behavioral challenges. Carlie Goldsmith, senior policy adviser at Impetus, stressed the need to focus on supporting students struggling with mainstream education to help them achieve key academic milestones.
Pepe Di’Iasio, the general secretary of the Association of School and College Leaders, called for more resources to address behavioral challenges before they lead to suspensions. He stated, “No school ever wishes to suspend a pupil; it is only considered as a last resort.”
Critically, the report also connected the dots between poor academic performances and behavioral issues. Students receiving suspensions typically achieve lower grades, which, according to EPI findings, directly correlates with limited opportunities for quality education and employment later on.
Another study from the UK Millennium Cohort examined the long-term impacts of poor academic performance linked closely with suspensions. It discovered students failing to secure at least grade 4—considered standard pass levels for GCSEs—were also more likely to experience lifelong adverse health and even have higher instances of police interaction.
The patterns suggest these educational failures do not just hinder academic and career prospects; they also escalate quality-of-life issues related to health and social behavior. Prof. Lee Elliot Major, involved with the Millennium analysis, declared, “Failing to secure basic grades is damaging for education and wellbeing, with increasing chances of involvement in criminal behavior.”
With the rising trend of suspensions, calls for policy revisions have intensified. The Education Secretary Bridget Phillipson acknowledged the current resits policy requires scrutiny, signaling potential changes aimed at fostering educational growth rather than punitive measures.
Dr. Erin Leif from Monash University supports this push for reform, pointing out the fallout from educational suspensions often exacerbates social inequities, particularly for disadvantaged students. She argues for schools to adopt proactive measures to address behavioral issues instead of relying heavily on suspensions.
Research also indicates those suspended once are even more prone to future exclusions. This escalation can create dangerous cycles, leading to increased risk of dropping out and lower chances of completing their secondary education.
The increased reliance on suspensions raises important questions about the effectiveness of current educational practices and support systems. District leaders and policymakers must take note and implement changes to promote educational resilience and societal benefits.
Azmina Siddique from The Children’s Society echoed the concerns of risk and exploitation facing excluded children. She highlighted the necessity for early intervention services and stronger guidelines for schools to prevent students from falling through the cracks.
Government spokespeople have acknowledged the need for addressing the troubling statistics. They plan to introduce measures like specialist mental health professionals within schools and free breakfast clubs at primary levels to tackle some of the root causes linked to poor behavior.
To take full advantage of these initiatives, schools are urged to reassess their behavioral policies and adopt inclusive strategies. Looking at alternatives to suspension may not only encourage positive outcomes for students but also improve the overall learning environment.
Given the significant ramifications linked to school suspensions, it becomes clear the educational system must evolve. Prioritizing preventative measures and providing support fosters not just individual student success but strengthens the educational framework as a whole.
